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Readiness for Interprofessional Education (IPE) among Radiography students in a Zimbabwean Tertiary Institution: A
B Chinene1, L-S Mudadi2, L Mutandiro1
1Harare Institute of Technology, Department of Radiography, Belvedere, Harare, Zimbabwe.
Introduction:
The successful implementation of Interprofessional Education (IPE) in health education programs requires careful consideration of readiness, challenges, and barriers. This study aimed to utilize a tertiary institution in Zimbabwe as a case study to offer a comprehensive depiction of the readiness for IPE among radiography students.
Methods:
A cross-sectional study using the Readiness for Interprofessional Learning Scale (RIPLS) was conducted between 4 and 29 September 2023. All radiography students from the selected institution were eligible to participate in the study (n = 101), and consecutive sampling was used to recruit all those who consented. Statistical analysis methods used included a student t-test, exploratory factor analysis using principal component analysis, and ANOVA.
Results:
The study included 76 radiography students (n = 61 diagnostic; n = 15 therapy). The overall mean (SD) score on the RIPLS was 80.89 (5.92). A significant difference (p = 0.03) was noted in the mean score between diagnostic students and therapy students, with therapy students scoring higher than their diagnostic counterparts (mean[SD] 83.87 [5.58], and 80.16[5.81] respectively). In the first nine items of the questionnaire about "teamwork and collaboration," most students responded positively (agree and strongly agree) to all items. Most students disagreed with all the items related to negative professional identity (items no. 10-12) and agreed with all items related to positive professional identity (items no. 13-16).
Conclusion:
The study highlights the potential impact of enabling healthcare students to learn and interact together, as demonstrated by the differences in readiness between students in different programs. Additionally, the study underscores the importance of understanding professional identities and the influence of selection criteria and exposure to teamwork on readiness for IPE.
Implications For Practice:
Promoting interprofessional collaboration and understanding professional identities are crucial for enhancing readiness for IPE among healthcare students, guiding institutions to adopt a more integrated approach to education.
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